Reform and Development of Chinese Graduate Education Reform and Development of Chinese Graduate Education Guo Xinli Director-General, Department of Graduate

Reform and Development Reform and Development of Chinese Graduate Educationof Chinese Graduate Education

Guo XinliDirector-General, Department of Graduate Education

Ministry of Education, P. R. China

Aug. 4th 2012, Chengdu

学位管理与研究生教育司 2012 年 8 月 4 日

Reform and Development of Chinese Graduate Education

I. Three Decades of Remarkable Development

II. New Stage of Development


1.1 Continuous Improvement in the Academic Degree System

1.2 Meeting National Demand for Graduate Education

1.3 Openness of Graudate Education

1.4 Achievements in high-level University Development

I. Thirty Years of Remarkable Development


◆1.1 Continuous Improvement in Academic Degree System

- Established in Feb. 1980

- Formulation of “Regulations of the People’s Republic of China

on Academic Degrees”

Rules on academic degree authorization, catalogue of

discipline and academic programs, mechanism of

quaity assessement and evaluation



◆1.1 Meeting national demand for talents cultivationA relatively complete, well-distributed academic degree

authorization system has been established. - Post-graduate education covers provinces, autonomous

regions and municipalities in China; its ability to serve the social and economic development is increasingly enhanced.

- By the end of June 2012, 305 universities confer doctoral degrees, 645 confer master degrees and above1000 confer bachelor degrees. Chinese academic conferring system has

basicly meet the Nation’s need to cultivating talents of high quality.



Academic degree authorization from 1981 to 2011


Doctoal degree authorization in China, U.S. UK and Japan



◆1.2 Meeting national demand for talents cultivation

Large number of high-level talents cultivated

- Research ability improved

- Becoming leaders in all kinds of life


◆1.2 Meeting national demand for talents cultivation Chinese post-graduate education has primarily formed a system where professional degree and academic degree coexist. - Professional degree graduate education in China develops fast in recent years. - 39 disciplines for professional master degree - categories for doctoral degree is increasingly various. - 64% degree conferring institutions issue professional degrees. - 43% master degrees go to professional degrees. - a career-orientated professional degree strengthened.



◆ 1.2 Meeting national demand for talents cultivation - Focus on demands of economic and social development, industrial optimization and upgrade; - Joint supervision promoted; - Collaboration between universities and research institutes encouraged; - Close connection between educaiton and national key projects established




◆1.3 Openness of Graduate Education - at policy level: - “Plan for Improving the Creativity of Higher Education Institutes”, formulated in 2011 - Integration of universities, university and other innovative forces - trying to explore effective methods for collaboration and research. -university to university - university to research institution - university to industry - university to local demand - international collaboration



◆1.3 Openness of Graduate Education - Opening up: - Bilateral agreements on mutual recognition of diplomas and degrees: 39 till June 2012 - “Regional Convention on the Recognition of Studies Diplomas and Degrees in Higher Education in Asia and the Pacific” - Students mobility on both directions encouraged - Mechanism of Chinese-foreign cooperation in running school, joint research established and improved.


International students in China on master and doctoral programs 2006 - 2011


◆1.4 Achievements in University Construction

- Chinese government greatly promotes the construction of top

universities of high level with distinctiveness.

- The projects of“211”,“985”and the construction of national key

disciplines take the lead in the continuous improvement of Chinese

higher education, thus become the model of building top universities



Graduate education has come into a stage when quality assurance is highly prioritized.

Conference on graduate education will be held in search of a new mechanism guiding and supporting graduate education in China.



◆Thinking for reform: - One objective: - Keeping on reform, improving quality, meeting national demand for telents - Two principles: - promoting innovation on graduate education; - establishing mechanism on assessment and evaluation

◆ Measures: - Optimizing structure and layout - Seeking innovative approaches to graduate education - Motivating teachers and students - Promoting international collbaration on graduate education



Thank You!Thank You!


Form 1 ： Mainland scholar’s research articles in Nature / Science in 2011

Form 2： Doctor Obtain China National Nature Science Award and

National Technology Award for Invention (2002-2007)

Mainland scholar’s published research articles in 2011

Postgraduate Attendance Postgraduate as first person

Number Number Proportion Number Proportion

Nature 41 16 39% 8 19.50%

Science 47 18 38.30% 6 12.80%

YearChina National Natural Science Award National Award for Technological Invention

Award

Number

PhD. as First Complete

d person PhD.

Proportion

Award

Number

PhD. as First Complet

ed person Award

Number

2002 24 11 45.83 21 7 33.33

2003 19 11 45.83 21 7 33.33

2004 28 11 57.89 19 3 15.79

2005 38 15 53.57 28 8 28.57

2006 29 30 78.95 40 17 42.50

2007 39 20 68.97 56 17 30.36

Total 177 33 84.62 51 25 49.02


The Report on the Quality of PhD in China, 2010

The following facts are shown through empirical research: The quality of PhDs in China has been enhanced steadily during the recent 30 years. More than 70% PhDs cultivated in China have been selected for the "National Thousands of Talents Project". 84.6% of the Chinese National Natural Science awarders had obtained a PhD in China. And the proportion is on the rise on a yearly basis. The PhDs cultivated in China have experienced sound career growth. Their professionalism, job performance and development potential have all been highly appreciated by their employers. The average satisfaction index exceeds 78%. All the facts indicate that Masters and PhDs trained in China have constituted the backbones to implement the strategy of ‘rejuvenating the nation through science and education’. They have contributed significantly to China's economic and social development.

Documents

Reform and Development of Chinese Graduate Education Reform and Development of Chinese Graduate Education Guo Xinli Director-General, Department of Graduate